Effectiveness of the Counselor Feedback Training Model

Swank, Jacqueline M.; McCarthy, Shannon

doi:10.7729/71.1078

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…The aim of establishing peer networks that will serve as a source of social support and offer opportunities for developing valuable professional skills (e.g., public speaking, collaboration with colleagues) is best served by group supervision [29,30]. Teaching students how to best provide and receive corrective feedback in group settings can be facilitated through the use of evidence-based training models and instructive instruments, such as the Corrective Feedback Instrument-Revised [31,32]. Perceived supervisor support has been shown to correlate with perceived organisational support and lead to increased job retention [33].…”

Section: Introductionmentioning

confidence: 99%

Supervision for Certification in the Field of Applied Behaviour Analysis: Characteristics and Relationship with Job Satisfaction, Burnout, Work Demands, and Support

Dounavi

Fennell²,

Early

2019

IJERPH

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Background: Supervision of behavior analysts seeking certification and supervision of service delivery are key processes in the provision of quality behaviour analytic services to individuals with developmental disabilities. Our study is the first to examine international supervisory practices within the field of applied behaviour analysis. Method: An online survey was distributed to 92 professionals internationally, assessing supervisory practice, supervisor support, work demands, job satisfaction, and burnout. Results: Findings indicate high satisfaction with the supervisor and supervisory experience. Excessive work demands positively correlate with high burnout and low job satisfaction. Half of all professionals only worked with one or two clients before certification. Supervisor and collegial support seem to decrease the likelihood of suffering burnout and increase job satisfaction, although relationships were not statistically significant. Conclusions: Supervisor and collegial support warrant further research as protective factors. Implications for an evidence-based supervisory practice that produces ethical and competent supervisees are discussed.

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Section: Introductionmentioning

confidence: 99%

Supervision for Certification in the Field of Applied Behaviour Analysis: Characteristics and Relationship with Job Satisfaction, Burnout, Work Demands, and Support

Dounavi

Fennell²,

Early

2019

IJERPH

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“…Researchers have reported that constructive feedback is often challenging for students to give their peers; however, students recognize the value of corrective feedback and the importance of giving and receiving this type of feedback (Lawson, Hein, & Stuart, 2009). Additionally, Swank and McCarthy (2015) found that 93% of their 68 participants reported that having a balance of positive and corrective feedback was most helpful. Furthermore, balancing both types of feedback may also contribute to developing an openness to feedback (Coleman et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Regarding feedback training, participants thought that additional training would be helpful in facilitating the feedback process that included ongoing support. In previous research on feedback training, Swank and McCarthy (2015) examined the effectiveness of the counselor feedback training model (CFTM; Swank & McCarthy, 2013) and found that following the training, participants improved in self-efficacy and openness to feedback. Thus, facilitating a more structured training prior to beginning the play therapy peer feedback model and instituting more structured time to check on how the feedback process is going may further enhance the peer feedback model.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, the integration of feedback training may assist students in developing competency in using feedback skills. Training may also help challenge negative beliefs about feedback and, therefore, help students become more comfortable with participating in the feedback process (Swank & McCarthy, 2013, 2015). Thus, instructors/supervisors can be instrumental in facilitating the peer feedback process between students.…”

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confidence: 99%

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Peer feedback within a play therapy course: A qualitative exploration.

Swank

2018

International Journal of Play Therapy

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Feedback is an essential component of counselor development. In this study, the researcher explored the integration of a peer feedback model that involved live observation and peer feedback sessions within an introductory play therapy course. The researcher conducted interviews with 6 counseling students, who engaged in the model, to explore their perspectives about the peer feedback experience. The analysis revealed 6 broad themes: (a) class structure, (b) approach to feedback, (c) power of observation, (d) relationships and trust, (e) growth process, and (f) model improvements. Additionally, 2 of the themes had subthemes: 3 subthemes within the class structure theme: (a) experience with children, (b) live and video review feedback, and (c) peer and instructor feedback; and 2 subthemes within the model improvements theme: (a) feedback training, and (b) multiple perspectives. The researcher discusses the themes, and then presents the implications for training play therapists.

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“…This in turn may enhance the effectiveness of group supervision in promoting counselor development. For example, Swank and McCarthy () reported that providing training to CITs on effectively giving and receiving positive and corrective feedback increased their self‐efficacy and openness to feedback. Our study sought to understand the varying nature of peer feedback, including but not limited to whether the statements were positive or corrective.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Peer Feedback Exchanged in Group Supervision

Wahesh

Kemer²,

Willis

et al. 2017

Couns Edu & Supervision

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The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.

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Effectiveness of the Counselor Feedback Training Model

Cited by 5 publications

References 16 publications

Supervision for Certification in the Field of Applied Behaviour Analysis: Characteristics and Relationship with Job Satisfaction, Burnout, Work Demands, and Support

Supervision for Certification in the Field of Applied Behaviour Analysis: Characteristics and Relationship with Job Satisfaction, Burnout, Work Demands, and Support

Peer feedback within a play therapy course: A qualitative exploration.

An Analysis of Peer Feedback Exchanged in Group Supervision

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